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Our Approach to Quality

The early years are a critical period for children’s growth, learning and development. Gowrie SA has a 75 year reputation as a service that provides high quality, innovative, relationship based programs. We aim to continuously improve on the quality of the service we provide for children and families by engaging in current research.

Research confirms the importance of high quality long day care and kindy programs for children. There are many components of quality including educator: child ratios, small groupings, continuity of staff to support child/educator relationships, educator qualifications and partnerships and communication with families. Research tells us that the quality of the relationships that educators form with children have an impact on children’s learning and development. Lower educator: child ratios for younger children is a priority to build these primary caregiving relationships which sustain child engagement and involvement leading to better child wellbeing and learning opportunities.

In order to meet the National Quality Standard, centres need to meet the minimum standards according to law and regulations. A high quality centre exceeds these standards in order to provide an exceptional care and learning environment with long term benefits for young children.

Research also shows that the more qualified educators employed in a centre, the higher the quality of care and learning for children. A mixture of degree and diploma qualified educators ensures that programs are based on current knowledge, and that children’s social, emotional and intellectual development needs are met.

Professional development and learning for educators is a priority for us because we want to keep our staff up-to-date with new research and information. All our educators are encouraged to continue their education through attendance at professional development courses, early childhood conferences and further study in order to improve outcomes for children.

Partnerships with families facilitate responsive care and learning environments for children. In order to communicate effectively with all families we need to plan events and opportunities for families to have conversations with educators without children present. In addition, there are social events and coffee and chat opportunities for educators and families to share.